Stakeholders’ Involvement in the Transition to Adulthood for Youth with Disabilities

2021 ◽  
pp. 193-217
Author(s):  
Ailsa Goh ◽  
Nursidah Malik
Keyword(s):  
Transition To Adulthood ◽  
Youth With Disabilities

A Critical Appraisal of Literature Reviews About the Transition to Adulthood for Youth with Disabilities

2006 ◽  
Vol 26 (4) ◽  
pp. 5-24 ◽  
Author(s):  
Debra Stewart ◽  
Carrie Stavness ◽  
Gillian King ◽  
Beverley Antle ◽  
Mary Law
Keyword(s):  
Transition To Adulthood ◽  
Critical Appraisal ◽  
Youth With Disabilities ◽  
Literature Reviews

Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities

2021 ◽  
Vol 44 (2) ◽  
pp. 120-131
Author(s):  
Sara T. McCormick ◽  
Noelle K. Kurth ◽  
Catherine E. Chambless ◽  
Catherine Ipsen ◽  
Jean P. Hall
Keyword(s):  
Case Management ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Independent Living ◽  
Management Strategies ◽  
Case Managers ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Education And Employment

Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.

Meeting the Needs of Adolescents and Young Adults with Disabilities

2010 ◽  
pp. 135-147
Author(s):  
Katharine Hill ◽  
Joe Timmons ◽  
Christen Opsal
Keyword(s):  
Youth Development ◽  
Transition To Adulthood ◽  
Educational Opportunities ◽  
At Risk Youth ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Caring Adults

Resilience in at-risk youth is anchored by supportive adults who may be relatives, neighbors, teachers, employers, or other members of the community. Telementoring or electronic mentoring (e-mentoring) is a promising practice for improving transition-to-adulthood outcomes for youth with disabilities through connections with caring adults. E-mentoring supports the development of technological and social skills and also increases their understanding of the employment and educational opportunities that await youth upon completion of high school. Connecting to Success (CTS) is an e-mentoring program for transition-age youth with disabilities. In this chapter, CTS is discussed in the context of healthy youth development and transition to adulthood. An overview of the CTS program model is provided, and a discussion of future directions is identified.

scholarly journals Examining school-community transition partnerships using community conversations

2021 ◽  
pp. 1-15
Author(s):  
Michele A. Schutz ◽  
Erik W. Carter ◽  
Erin A. Maves ◽  
Shimul A. Gajjar ◽  
Elise D. McMillan
Keyword(s):  
School Districts ◽  
Transition To Adulthood ◽  
School Community ◽  
Transition Age Youth ◽  
Effective School ◽  
Youth With Disabilities ◽  
School Partnerships ◽  
Local Schools ◽  
Constructive Dialogue ◽  
Current Transition

BACKGROUND: Effective school partnerships are crucial for supporting transition-age youth with disabilities to transition to adulthood. Although the importance of strong school-community collaboration is widely advocated, many school districts still struggle to establish transition partnerships within and beyond the school. OBJECTIVE: This study examined the application of “community conversation” events as a pathway for convening local communities to reflect on and strengthen their existing transition partnerships. METHODS: Five school districts held events that engaged a total of 213 local citizens in constructive dialogue about enhancing school-employer-community partnerships. RESULTS: Collectively, the individuals involved in these community conversations generated 55 distinct recommendations for developing or deepening transition partnerships, both within and beyond the walls of their local schools. When asked about the strength of current transition partnerships, however, the views of attendees were quite mixed. CONCLUSIONS: We offer recommendations for research, practice, and policy aimed at strengthening partnerships among schools, employers, agencies, families, and communities that improve the preparation and outcomes of youth with disabilities.

Self-Determination During Adolescence A Developmental Perspective

1997 ◽  
Vol 18 (5) ◽  
pp. 285-293 ◽  
Author(s):  
Sharon Field ◽  
Alan Hoffman ◽  
Margaret Posch
Keyword(s):  
Instructional Strategies ◽  
Transition To Adulthood ◽  
Adolescent Development ◽  
Critical Time ◽  
Building Blocks ◽  
Self Determination ◽  
Self Awareness ◽  
Identity Exploration ◽  
Youth With Disabilities ◽  
Curricular Interventions

Adolescence, the tumultuous period from dependent childhood to independent or interdependent adulthood, is a critical time for the development and expression of self-determination. An instructional emphasis and support system for self-determination is particularly important for youth with disabilities. Adolescent development, embracing identity exploration and learned independence in youth, leads to self-awareness, one of the building blocks for self-determination. Successful transition to adulthood, fostered by one's ability to set and reach goals through decision making, is a necessary outcome of self-determination. Students' participation in their educational plans provides an important vehicle for the development and expression of self-determination in students with and without disabilities. A model for self-determination is presented that incorporates components of the skills and knowledge necessary for adolescents to realize their identities. Interventions aimed at promoting self-determination in youth, including curricular interventions, instructional strategies, and delivery settings, are discussed.

scholarly journals Online Self-Determination Toolkit for Youth With Disabilities: Protocol for a Mixed Methods Evaluation Study (Preprint)

2020 ◽  
Author(s):  
Sally Lindsay ◽  
Polina Kosareva ◽  
Mahadeo Sukhai ◽  
Nicole Thomson ◽  
Jennifer Stinson
Keyword(s):  
Focus Groups ◽  
Transition To Adulthood ◽  
Qualitative Content Analysis ◽  
Evaluation Study ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Self Confidence ◽  
Mixed Methods Evaluation ◽  
Vocational Programming ◽  
The Impact

BACKGROUND Youth with disabilities encounter many challenges during their transition to adulthood including finding employment. Jobs are often inaccessible, and youth often face a lack of support, discriminatory attitudes, and sometimes low self-confidence. Therefore, it is critical to help youth enhance their self-determination skills to advocate for their needs in the workplace. OBJECTIVE The aim of this paper is to describe how an online toolkit aimed to improve self-determination in advocating for needs, including disability disclosure and accommodation requests to employers, was co-created with youth with disabilities. METHODS We will use a mixed method design in which qualitative data (ie, focus groups and mentored discussion forum) are collected to understand the contextual factors during the intervention that could affect outcomes or explain results through the pre-post questionnaires. Fifty youths with disabilities aged 15 to 24 years will be recruited. RESULTS Data collection is in progress. Planned analyses include focus groups and pre-post surveys to determine the impact of the intervention on self-determination. A qualitative content analysis of the focus groups and all open-ended survey questions will be conducted to understand the impact of the toolkit. CONCLUSIONS Our online toolkit includes evidence-informed content that was co-created with youth who have a disability. It has potential for educational and vocational programming for youth with disabilities. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/20463

scholarly journals Online Self-Determination Toolkit for Youth With Disabilities: Protocol for a Mixed Methods Evaluation Study

10.2196/20463 ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. e20463
Author(s):  
Sally Lindsay ◽  
Polina Kosareva ◽  
Mahadeo Sukhai ◽  
Nicole Thomson ◽  
Jennifer Stinson
Keyword(s):  
Focus Groups ◽  
Transition To Adulthood ◽  
Qualitative Content Analysis ◽  
Evaluation Study ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Self Confidence ◽  
Mixed Methods Evaluation ◽  
Vocational Programming ◽  
The Impact

Background Youth with disabilities encounter many challenges during their transition to adulthood including finding employment. Jobs are often inaccessible, and youth often face a lack of support, discriminatory attitudes, and sometimes low self-confidence. Therefore, it is critical to help youth enhance their self-determination skills to advocate for their needs in the workplace. Objective The aim of this paper is to describe how an online toolkit aimed to improve self-determination in advocating for needs, including disability disclosure and accommodation requests to employers, was co-created with youth with disabilities. Methods We will use a mixed method design in which qualitative data (ie, focus groups and mentored discussion forum) are collected to understand the contextual factors during the intervention that could affect outcomes or explain results through the pre-post questionnaires. Fifty youths with disabilities aged 15 to 24 years will be recruited. Results Data collection is in progress. Planned analyses include focus groups and pre-post surveys to determine the impact of the intervention on self-determination. A qualitative content analysis of the focus groups and all open-ended survey questions will be conducted to understand the impact of the toolkit. Conclusions Our online toolkit includes evidence-informed content that was co-created with youth who have a disability. It has potential for educational and vocational programming for youth with disabilities. International Registered Report Identifier (IRRID) PRR1-10.2196/20463

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

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